Research Article
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The predictive power of motivation on self-regulation skills of gifted preschooler

Year 2022, Volume 9, Issue 4, 351 - 367, 30.12.2022

Abstract

This study aimed to analyze the relationship between preschool potentially gifted children’s (PGC) self-regularion skills (SRSs) and their motivation levels .The study group consists of a total of 45 children aged 50-76 months, who were considered to be gifted by their parents and teachers, among 3775 children who attended the official independent kindergartens affiliated to the Ministry of National Education in the city center of Çorum and the kindergarten classes within the primary/secondary school/high school. The research designed in relational screening model. The findings revealed that the motivation of the PGC, who were nominated by their teachers and parents, was above the medium level. The normality test results revealed that data distribution is normal. Thus, parametric tests were used during data analysis. The relationships between the PGC’s motivation and their SRSs were examined through use of Pearson moment multiplier correlation analysis. Linear regression analysis was used to determine how motivation predicted children's SRSs. The results uncovered that PGC’s general motivation was above the medium level. Mastery pleasure was found to have the highest scores, while social persistence with adults and social persistence with children had the lowest scores obtained from the seven dimensions of the scale. Considering the PGC’s SRSs, their regulation skills were satisfactory in terms of dimensions, their control skills were above the medium level, and their SRSs are at a satisfactory level in general. Upon investigating the relationship between motivation and SRSs of the preschool PGC, the highest level and positive relationship between the dimensions of the self-regulation scale and the total scores was correlated with the general competence dimension of the motivation scale. The results of regression analysis suggested that general competence dimension of the motivation scale was the only variable predicting self-regulation total score and all of the regulation skills dimensions. Social persistence with adults dimension also predicted regulation skills together with general competence. It can be recommended to conduct studies based on longitudinal or mixed models in order to reveal the relationship between SRSs and motivation in preschool gifted children.

References

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Year 2022, Volume 9, Issue 4, 351 - 367, 30.12.2022

Abstract

References

  • Adagideli, F. H. & Ader, E. (2014). Okul öncesi dönemde üstbiliş ve özdüzenleme: değerlendirme, öğretim ve beceriler (Metacognition and self-regulation in preschool: assessment, teaching and skills). In G. Sakız (Ed.), Özdüzenleme- öğrenmeden öğretime özdüzenleme davranışlarının gelişimi, stratejiler ve öneriler (Self-regulation - development of self-regulation behaviors from learning to teaching, strategies and suggestions) (pp. 130-149). Ankara: Nobel Akademik Yayıncılık.
  • Adedigba, O. (2015). The influence of aesthetic school environment on children’s motivation for learning and school attendance in Ilorin Metropolis. Journal of Early Childhood Association of Nigeria, 5, 363-374.
  • Aktan, S. (2012). Öğrencilerin akademik başarısı, öz düzenleme becerisi, motivasyonu ve öğretmenlerin öğretim stilleri arasındaki ilişki (Relationship between the academic success, selfregulating learning skills, and motivations of 5th grade students and teaching styles of teachers). Doctoral Thesis. Balıkesir University, Balıkesir, Turkey.
  • Ali, A. S. (2016). The sources of motivation and academic motivation levels in Sakarya middle schools (Serdivan, Turkey). Master Thesis, Sakarya University, Sakarya, Turkey.
  • Ataman, A. (2003). Üstün zekalılar ve üstün yetenekliler (Gifted and talented). In A. Ataman (Ed.), Özel gereksinimli çocuklar ve özel eğitime giriş (Children with special needs and access to special education). Ankara: Gündüz Eğitim.
  • Bayındır, D. ve Ural, O. (2016). Öz Düzenleme Becerileri Ölçeği’nin geliştirilmesi (Development of the SRSs Scale), Uluslararası Online Eğitim Bilimleri Dergisi, 8(4), 119-132. Doi: 10.15345/iojes.2016.04.011
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  • Çiltaş, A. (2011). Eğitimde öz-düzenleme öğretiminin önemi üzerine bir çalışma (A study on the importance of self-regulation teaching in education). Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(5), 1-11.
  • Çitil, M. & Ataman, A. (2018). İlköğretim çağındaki üstün yetenekli öğrencilerin davranışsal özelliklerinin eğitim ortamlarına yansıması ve ortaya çıkabilecek sorunlar (The reflection of the behavioral characteristics of gifted students in primary education on educational environments and the problems that may arise). Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 38(1), 185-231.
  • Dağlıoğlu, H. E. (2002). Anaokuluna devam eden 5-6 yaş grubu çocuklar arasından matematik alanında üstün yetenekli olanların belirlenmesi (The identification of mathematically gifted children among five-six years old preschool children). Doctoral Thesis. Hacettepe University, Ankara, Turkey.
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Details

Primary Language English
Subjects Education, Special
Published Date December 2022
Journal Section Thinking Skills at Gifted Education
Authors

Özlem ÇEREZCİ> (Primary Author)
GAZİ ÜNİVERSİTESİ
0000-0002-8020-6994
Türkiye


H. Elif DAĞLIOĞLU>
GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ
0000-0002-7420-815X
Türkiye


Cem KOÇAK>
HİTİT ÜNİVERSİTESİ
0000-0002-7339-7438
Türkiye

Publication Date December 30, 2022
Published in Issue Year 2022, Volume 9, Issue 4

Cite

APA Çerezci, Ö. , Dağlıoğlu, H. E. & Koçak, C. (2022). The predictive power of motivation on self-regulation skills of gifted preschooler . Journal of Gifted Education and Creativity , 9 (4) , 351-367 . Retrieved from https://dergipark.org.tr/en/pub/jgedc/issue/74010/1212582

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